Social-Emotional Functioning
Posted on April 8th, 2010 by admin
Regardless of the cognitive skill being measured, G struggled throughout testing when tasks were more abstract or conceptual (e.g., Similarities on the WAIS-III = 25th percentile) as opposed to more concrete or factual (e.g., Vocabulary on the WAIS-III = 75th percentile). Overall, as the tasks become more conceptual or abstract, G skills in that academic area are compromised. It is likely that G is struggling with her college-level math courses because these courses become more conceptual at the higher levels.
SOCIAL-EMOTIONAL FUNCTIONING
Although no specific social-emotional testing was conducted, it is important to note that G is dealing with a large number of psycho-social stressors at the present time.